Module 3, Assignment 3-D-2 Documents A Slave experience of being sold in the South
One slave's description of what it was like to be sold http://www.pbs.org/wgbh/aia/part4/4h3438t.html
I want the students to start building a case as to why the UGRR came into existence. Personal accounts of cruelty toward slaves, such as this, can help students understand what the Abolitionists were fighting against.
Personal Narrative of Linda Brent, runaway slave
Describes this slave's run to freedom. http://education.ucdavis.edu/new/stc/lesson/socstud/railroad/BrentEsc.htm
I want the students to start building awareness of what it was like to travel on the Underground Railroad. They will be taking notes to be used for a Webquest Task
Data Slavery in the United States: this is a website that provides statistics in several different areas: Number of slaves in each state, North vs South, prices of slaves over age range, etc. **http://eh.net/encyclopedia/article/wahl.slavery.us** I would like to use this site to have students analyze several issues relating to the creation/necessity of the Underground Railroad. For example, the changes in the number of slaves (North and South) over time and what reasons they think caused those changes. I'd like them to think about the graph that shows the prices for a slave based on age and think about the reasons behind that information. This will help to provide background information for my WebQuest.
Cartoons
How might this cartoon explain the creation of the Underground Railroad?
I would use this cartoon as a way for students to start thinking about the reasons behind people deciding to become a station on the underground railroad. I would have the students use a modified version of the NARA Graphic Organizer to analyze a political cartoon.
Module 4, Assignment 4-D-1
Photos
I have two pictures of one of the sites of the Underground Railroad in Iowa - house of James C. Jordan. I am going to use these 2 photos as a way to get students thinking about the time frame in which this house was used as a station in the Underground Railroad. Please see attached for details.
Posters:
I'm thinking about having the students analyze all three of these posters and then compare/contrast with a Venn Diagram two of the three posters.
My idea is to have the students analyze the sheet music and audio recordings and compare them to newspaper accounts (2ndary sources) that I have been able to find of local historical events involving the underground railroad. How do they compare
Module 3, Assignment 3-D-2
Documents
A Slave experience of being sold in the South
One slave's description of what it was like to be sold
http://www.pbs.org/wgbh/aia/part4/4h3438t.html
I want the students to start building a case as to why the UGRR came into existence. Personal accounts of cruelty toward slaves, such as this, can help students understand what the Abolitionists were fighting against.
Personal Narrative of Linda Brent, runaway slave
Describes this slave's run to freedom.
http://education.ucdavis.edu/new/stc/lesson/socstud/railroad/BrentEsc.htm
I want the students to start building awareness of what it was like to travel on the Underground Railroad. They will be taking notes to be used for a Webquest Task
Letter from Asa Turner, Jr. to the Anti-Slavery Reporter about Abolitionist activity in Southern Iowa, April 22, 1840
http://www.icelandichorse.info/salemfugitiveslaves/1840asaturneronabolitionisminsoutheastiowa.html
This brings up the Quakers as major players in the Abolitionist Movement in Iowa. I want the students to use this as background information for a Webquest task.
Data
Slavery in the United States: this is a website that provides statistics in several different areas: Number of slaves in each state, North vs South, prices of slaves over age range, etc.
**http://eh.net/encyclopedia/article/wahl.slavery.us**
I would like to use this site to have students analyze several issues relating to the creation/necessity of the Underground Railroad. For example, the changes in the number of slaves (North and South) over time and what reasons they think caused those changes. I'd like them to think about the graph that shows the prices for a slave based on age and think about the reasons behind that information. This will help to provide background information for my WebQuest.
Cartoons
I would use this cartoon as a way for students to start thinking about the reasons behind people deciding to become a station on the underground railroad. I would have the students use a modified version of the NARA Graphic Organizer to analyze a political cartoon.
Module 4, Assignment 4-D-1
Photos
I have two pictures of one of the sites of the Underground Railroad in Iowa - house of James C. Jordan. I am going to use these 2 photos as a way to get students thinking about the time frame in which this house was used as a station in the Underground Railroad. Please see attached for details.
Posters:
I'm thinking about having the students analyze all three of these posters and then compare/contrast with a Venn Diagram two of the three posters.
Sources for Posters:
http://www.pbs.org/wgbh/aia/part4/4h1566.html
http://www.pbs.org/wgbh/aia/part4/4h1541.html
"CAUTION COLORED PEOPLE OF BOSTON…"
Module 5, Assignment 5-D-1
Sheet Music and Audio Recordings
Song of the Fugitive Slave: http://memory.loc.gov/cgi-bin/ampage
The New Emancipation Song: http://memory.loc.gov/cgi-bin/query/D?aasm:31:./temp/~ammem_NvJj::displayType=2:m856sd=rpbaasm:m856sf=0845:@@@
We are coming from the Cotton Fields (published in Davenport IA) : http://library.duke.edu/digitalcollections/hasm.b2098/pg.1/
Ex-Slave narratives: I'm going to have the students choose one of the interviews on this website to evaluate.
http://www.c-span.org/antietam/narratives.asp
My idea is to have the students analyze the sheet music and audio recordings and compare them to newspaper accounts (2ndary sources) that I have been able to find of local historical events involving the underground railroad. How do they compare
Module 6, 6-D-1
Video
http://www.iptv.org/iowapathways/artifact_detail.cfm?aid=a_000663
http://www.nasa.gov/mov/247738main_188_Map_Science.mov
The videos will be used as background information.
Maps:
http://www.nps.gov/history/nr/travel/underground/detailedroutes.htm
http://www.iptv.org/iowapathways/artifact_detail_large.cfm?aid=a_000441&oid=ob_000297
http://memory.loc.gov/cgi-bin/map_item.pl
I plan to have the students analyze the maps to see if they concur with one another and to locate places in Iowa that may have been UGRR sites.